Go to the IRIS Center to view the Module, Accommodations: Instructional and Testing Supports for Students with Disabilities at https://iris.peabody.vanderbilt.edu/module/acc/ Complete the “Assessment” at the end of the IRIS Module including the scenario below. What are accommodations? How do they differ from modifications and instructional strategies or interventions? List the four accommodations categories. For each, give an example of an accommodation and describe how it could support a student with a disability. View the video below of Quinn using his braille electronic note-taker. Identify how the note-taker is being used to help Quinn achieve his learning goals given the barrier(s) related to his disability (time: 3:01). Mrs. Watkins, a sixth-grade science teacher, typically lectures using PowerPoint while students take notes. She assigns her students to read and answer questions from the textbook, and requires them to conduct lab experiments by following written procedures. She assesses her students using written tests. A student in her classroom has a learning disability and reads at a third-grade level. Based on what you know about Mrs. Watkins class: List at least three areas where this student might experience difficulty in her classroom. Suggest at least four types of information that Mrs. Watkins can share in an upcoming IEP meeting to help identify appropriate accommodations. List at least two presentation accommodations and two response accommodations the IEP team might identify for the student. Explain how these accommodations might help. Based on the presentation and responses accommodations recommended above, what tips might be helpful for Mrs. Watkins to maximize her students success?
